2026 IJRSE – Volume 15 Issue 19
Available Online: 21 August 2026
Author/s:
Apiado, Allan S.
Department of Education- SDO Nueva Vizcaya, Philippines
Naui, Jesusa L.*
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the digital leadership practices of school heads and the digital citizenship skills of teachers in secondary schools in Santa Fe District during the academic year 2026–2027. It employed a quantitative research design using the descriptive-correlational method. Data were collected through validated and reliable research instruments and analyzed using the mean and Spearman Rank Correlation, with the hypothesis tested at the 0.05 level of significance. The investigation focused on the digital leadership practices of school administrators in terms of communication, public relations, branding, professional growth and development, student engagement and learning, opportunity, and learning environment and spaces, as well as teachers’ digital citizenship skills in digital access, communication, literacy, etiquette, health and wellness, and security. Findings revealed that school administrators demonstrated a very good level of digital leadership practices (M = 3.79), with branding obtaining the highest rating, while communication received the lowest. Likewise, teachers exhibited a very good level of digital citizenship skills (M = 3.16), with digital communication ranked highest and digital security lowest. Statistical analysis showed a negligible positive, but non-significant relationship between digital leadership practices and digital citizenship skills (ρ = 0.0361, p = 0.7820), indicating that administrators’ digital leadership did not significantly influence teachers’ digital citizenship competencies. The study concluded that although both variables were rated very good, they operated independently within the research context. Based on the findings, two intervention programs were developed: the Digital Leadership Enhancement Program for School Heads and the Digital Citizenship Empowerment Program for Teachers to strengthen leadership capacity and promote responsible, ethical, and effective digital engagement in schools.
Keywords: digital citizenship skills, digital leadership practices, educational administration intervention
DOI: https://doi.org/10.5861/ijrse.2026.26200
Cite this article:
Apiado, A. S., Naui, J. L., & Agustin, A. A. (2026). Digital leadership practices of secondary school heads in Santa Fe District and its relationship with teachers’ digital citizenship skills. International Journal of Research Studies in Education, 15(19), 209-220. https://doi.org/10.5861/ijrse.2026.26200
* Corresponding Author